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This series of articles covers scholarly works in English which can, at least potentially, be associated with a generally positive view of biblical historicity regarding periods preceding the Israelites’ return from exile. Part 2 covers works that treat the methodological issues at the center of the maximalist–minimalist debate. Parts 2.1 and 2.2 selectively survey the works of 24 non-minimalist scholars during two decades. In the absence of consensus, this article analyzes the works in Parts 2.1 and 2.2, tracing elements of approach that are held in common, at least among pluralities of non-minimalists (possible majorities are not noted). The first commonality of approach is that history is provisional, not final. The second is that history should become fully multidisciplinary. The third commonality is that historians should receive all historical evidence on an equal footing before examination and cross-examination. The fourth and last is that historians should become increasingly sensitive to cultural aspects and coding in ancient Near Eastern materials.

Undergraduate history majors need to know how to conduct archival research. This article describes the second phase of a project to identify “archival literacy” competencies. Faculty, archivists, and librarians from baccalaureate, masters, and doctoral/research institutions commented on a draft list. This resulted in competencies in six major categories: accurately conceive of primary sources; locate primary sources; use a research question, evidence, and argumentation to advance a thesis; obtain guidance from archivists; demonstrate acculturation to archives; and follow publication protocols. Archivists, faculty, and librarians can collaborate to integrate the competencies throughout undergraduate history curricula in their institutions.